David Reid - Profile on Academia.edu (original) (raw)

David A Reid related author profile picture

Konstantinos Flegas related author profile picture

Michael de Villiers related author profile picture

Patricio Herbst related author profile picture

John Selden related author profile picture

ANNIE SELDEN related author profile picture

David Pimm related author profile picture

Louis Charbonneau related author profile picture

ANGEL MUKUKA related author profile picture

VerĂ³nica Vargas-Alejo related author profile picture

Uploads

Papers by David Reid

Research paper thumbnail of Elements in accepting an explanation

The Journal of Mathematical Behavior, 2001

This paper addresses the question of what criteria influenced the acceptance of two "explanations... more This paper addresses the question of what criteria influenced the acceptance of two "explanations" by grade 5 students. The students accepted the use of deductive reasoning as explanatory, as well as using reasoning by analogy in their own explanations. The "explanations" can be interpreted as proofs by mathematical induction. The main weakness of mathematical induction as a form of explanation was the arbitrariness of the initial step. The induction step did not seem to trouble these students. Other elements in their acceptance of explanations were concreteness, familiarity, and opportunities for multiple interpretations.

Research paper thumbnail of Proof in mathematics education: research, learning and teaching

Research in Mathematics Education, 2011

Research paper thumbnail of Elements in accepting an explanation

The Journal of Mathematical Behavior, 2001

This paper addresses the question of what criteria influenced the acceptance of two "explanations... more This paper addresses the question of what criteria influenced the acceptance of two "explanations" by grade 5 students. The students accepted the use of deductive reasoning as explanatory, as well as using reasoning by analogy in their own explanations. The "explanations" can be interpreted as proofs by mathematical induction. The main weakness of mathematical induction as a form of explanation was the arbitrariness of the initial step. The induction step did not seem to trouble these students. Other elements in their acceptance of explanations were concreteness, familiarity, and opportunities for multiple interpretations.

Research paper thumbnail of Proof in mathematics education: research, learning and teaching

Research in Mathematics Education, 2011

Log In